Student perceptions of laboratory classroom activities and experimental physics practice

2020 Physics Education Research Conference Proceedings Pub Date : 2020-08-25 DOI:10.1119/perc.2020.pr.Dounas-Frazer

D. Dounas-Frazer, K. S. Johnson, Soojin Park, Jacob T. Stanley, H. Lewandowski

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引用次数: 2

Abstract

We report results from a study designed to identify links between undergraduate students' views about experimental physics and their engagement in multiweek projects in lab courses. Using surveys and interviews, we explored whether students perceived particular classroom activities to be features of experimental physics practice. We focused on 18 activities, including maintaining lab notebooks, fabricating parts, and asking others for help. Interviewees identified activities related to project execution as intrinsic to experimental physics practice based on high prevalence of those activities in interviewees' own projects. Fabrication-oriented activities were identified as conditional features of experimentation based on differences between projects, which interviewees attributed to variations in project resources. Interpersonal activities were also viewed as conditional features of experimentation, dependent upon one's status as novice or expert. Our findings suggest that students' views about experimental physics are shaped by firsthand experiences of their own projects and secondhand experiences of those of others.

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学生对实验室课堂活动和实验物理实践的认知

我们报告了一项研究的结果，该研究旨在确定本科生对实验物理的看法与他们参与实验课中为期数周的项目之间的联系。通过调查和访谈，我们探讨了学生是否认为特定的课堂活动是实验物理实践的特征。我们专注于18项活动，包括维护实验笔记本、制造零件和向他人寻求帮助。受访者认为，与项目执行相关的活动是实验物理实践的内在因素，因为这些活动在受访者自己的项目中非常普遍。基于项目之间的差异，以制造为导向的活动被确定为实验的条件特征，受访者将其归因于项目资源的变化。人际交往活动也被视为实验的条件特征，取决于一个人是新手还是专家。我们的研究结果表明，学生对实验物理的看法是由他们自己项目的第一手经验和其他人项目的二手经验形成的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2020 Physics Education Research Conference Proceedings

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